Research has shown the effect of student engagement, teacher leadership, and curriculum on the effectiveness of the use of learning technologies and the online learning environment. The study included a total of 382 samples that included both teachers and students. Survey respondents are qualified teachers with at least 10 years of teaching experience, as determined through sampling. Participants responded to a study questionnaire that was used to collect data. Data were collected using Smart PLS software, which included validity and reliability assessments and hypothesis tests. The results of the study indicated that the dissemination of learning technology is directly affected by teacher leadership and student participation, which affects its effectiveness. Instructor leadership, student engagement, and successful use of learning technologies directly impact the online learning environment. The use of learning technology is influenced by teacher leadership, curriculum, and student engagement, which ultimately impacts the online learning environment. This study suggests two main results. To enhance the efficiency of learning technology deployment, the focus of public policy should be on enhancing teacher leadership and student performance. Moreover, enhancing the efficient use of learning technology is a critical policy goal to improve the quality of the online learning environment. Students and teachers with enhanced skills should collaborate to share their technological learning materials and management practices to improve students' online learning experiences. Subsequently, modifications were made to the curriculum and there was an increase in teacher leadership.

The present research endeavours to explore the efficacy of gamified pedagogy in the realm of early childhood education within the context of Jordan, while simultaneously examining its intricate relationship with parental engagement. The examination of data uncovers a discernibly elevated degree of student involvement in the realm of gamified education, thereby suggesting the effectiveness of employing gamified methodologies in captivating the attention and interest of youthful scholars. Moreover, the presence of a moderate degree of parental involvement implies the possibility of proactive parental participation in the scholastic odyssey. The empirical evidence consistently demonstrates a robust and affirmative association between parental involvement and student engagement, underscoring the crucial and influential position that parents occupy in augmenting student motivation and active involvement in gamified educational endeavors. The present study serves as a valuable contribution towards enhancing our comprehension of the intricate relationship between gamified education and parental involvement. Its findings hold significant implications for educators, policymakers, and parents alike, as they strive to maximize the effectiveness of early childhood education.

This study investigates the impact of game-based (gamification) e-Learning techniques on students' engagement, thereby, their satisfaction with e-learning in Jordanian private universities. A conceptual model was developed based on existing empirical evidence from the literature. Data was then collected through a self-administered questionnaire survey from 198 private university students, who were conveniently selected for the study. The data was analyzed using Structural Equation Modeling (SEM) with smart PLS 23. Data analysis revealed a positive effect of gamification on both student engagement and satisfaction, suggesting that incorporating gaming elements into the e-learning process in Jordanian private universities led to higher levels of student engagement, thereby greater student satisfaction with the e-learning experience. A mediating role was also found for student engagement on the effect of gamification on student satisfaction. The findings provide insights to practitioners on how gamification can be utilized as an effective strategy to deliver a more enjoyable and interactive e-learning experience. Research findings were discussed, and conclusions and implications were lastly provided.